نوع مقاله : مقاله پژوهشی
نویسندگان
1 گروه شیمی، دانشکده علوم پایه، دانشگاه تربیت دبیر شهید رجایی، تهران، ایران و دبیر شیمی، آموزش و پرورش منطقه 5 تهران
2 گروه شیمی، دانشکده علوم پایه، دانشگاه تربیت دبیر شهید رجایی، تهران، ایران
3 دانشکده روانشناسی، دانشگاه تربیت دبیر شهید رجایی، تهران، ایران
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسندگان [English]
Background and Objective: In light of recent crises such as the COVID-19 pandemic, distance education has become a vital tool for maintaining learning continuity within educational systems. This study aimed to identify the challenges and key factors contributing to the improvement of distance learning quality from the perspective of students. Materials and Methods: This applied research employed a survey–exploratory approach. The statistical population consisted of 385 male and female 11th-grade students during the 2020–2021 academic year, selected from public, private, and SAMPAD (gifted) schools across urban and rural areas of Shahriar County. The data collection instrument was a researcher-made questionnaire with 55 items, validated and revised based on expert consultation (Cronbach’s alpha = 0.88). Data were analyzed using exploratory factor analysis (EFA) with principal component analysis and Varimax rotation. The KMO measure was 0.944, and Bartlett’s test was statistically significant (p < 0.001). Findings: Six principal factors affecting distance learning were identified: interactive and motivational content (22.06%), psychological factors (8.31%), the educational system/platform (8.17%), hardware and internet access (6.05%), supplementary educational content (5.70%), and type of assessment (3.43%). Students reported the most significant shortcomings in motivation, teacher interaction, internet instability, and anxiety. Additionally, there was a low inclination toward project-based evaluations. Conclusion: Enhancing human interaction in virtual environments, designing engaging and purposeful content, improving digital infrastructure, and addressing students’ mental well-being are essential not only for improving the quality of distance education but also for fostering a more human-centered, equitable, and sustainable learning experience.
کلیدواژهها [English]